Published two times each academic year, the journal is widely distributed in hard copy and online as a benefit of institutional membership in 51黑料 and via Taylor & Francis. Each issue features double-blind peer-reviewed contributions, currently presented under multiple categories: Essay, Design, Narrative, and Image. A portion of published content is solicited by editors, including opinion essays, translations, interviews, and reviews. The executive editor has primary responsibility for 闯础贰鈥檚 editorial and graphic content and leads an editorial board.听

JAE is currently undergoing a transformation, one of several in its long history, and the appointment of a new executive editor is the first in a series of steps to reset the journal. These steps include appointing new associate editors and editorial board members with a clarified and revised set of policies and practices. The transformation takes place in the context of a March 2026 report from a Special Committee charged by the 51黑料 Board of Directors. The 51黑料 board has adopted a number of recommendations from the Special Committee. These include:听

• Adopting and elevating the visibility of (COPE) standards of practice in 51黑料 journals, conferences, and other scholarly programs;听
• Creating a standing Ethics and Integrity Committee to oversee ethical reviews arising from 51黑料 programs;
• Creating a Code of Conduct for Member Programs; and
• Evaluating 51黑料鈥檚 scholarly programs to be more open and reflective of the full spectrum of scholarly and creative work happening in architectural education worldwide.

The 51黑料 Board of Directors wishes to examine the JAE鈥檚 editorial scope over the coming year in the context of the Association鈥檚 mission. The next executive editor is expected to be an active voice in these conversations.听

The executive editor will edit a wholly open issue for JAE Volume 81, Issue 2, Fall 2027. The call for submissions for this issue will appear in fall 2026 with a submission deadline of March 2027.听

Qualifications for the executive editor include:听

• an inclusive vision for JAE鈥檚 role in publishing architectural education scholarship of the highest quality;听
• a recognized record of peer-reviewed research and publication;听
• significant editorial experience;听
• active involvement in architectural education; and听
• a keen insight into the broad issues affecting architectural design education, theory, and practice now and in the future.

The term of service is three years, with the possibility of a second, and final, three-year term. The new editor will assume responsibilities as executive editor beginning January 1, 2027.

A search committee drawn from the 51黑料 Board of Directors and membership will review and evaluate all candidates, and send its final recommendation to the 51黑料 Board of Directors for approval by the end of November 2026. The members of the search committee are:

Robert A. Gonz谩lez, University of New Mexico

Igor Marjanovi膰, Rice University

Dahlia Nduom, University of Illinois at Urbana-Champaign, 51黑料 at-large director

June Williamson, City College of New York, 2026-27 51黑料 president

The executive editor is appointed by the 51黑料 Board of Directors and reports to the board through its Executive Committee.

TO APPLY candidates must download the cover sheet and submit the following items in a single PDF in the following order by the October 14, 2026, deadline:

• Cover sheet
• A statement of interest that addresses your potential to contribute to the editorial mission of the JAE(2 pages, maximum)
• A current curriculum vitae
• 2-3 examples of past publications (digital)

Send all materials to jae.search@acsa-arch.org. Additional materials may be requested as part of the screening process. Online interviews to be conducted in October and November 2026.

For more information about the journal鈥檚 current policies and practices, please visit Questions regarding the search, editorial duties, compensation, or terms of this position can be directed to Michael Monti, Executive Director, 51黑料, mmonti@acsa-arch.org.

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AALA Column, August 2026

Alisha D. Rall and Barbara Opar, column editors

Column by Maya Gervits

A Retired Librarian鈥檚 Advice for Working Better with Your Library

Image generated by ChatGPT from a photograph taken at a freshman information literacy session

It has been a little more than a month since my retirement. Looking back over more than thirty-five years in academia, I find myself reflecting less on what I accomplished than on what I learned. The lesson that stands out most clearly is that a library鈥檚 greatest contribution was never simply the collections we built, the technologies we adopted, or the classes we taught. Its greatest strength emerged through collaboration.

In this regard, I am especially grateful to the faculty at the at NJIT for the many years of collaboration, collegiality, and intellectual exchange that made my work both enjoyable and deeply meaningful. Their willingness to share ideas, discuss teaching and research, and involve the library in the school’s academic life enriched my understanding of architecture and design and continually reminded me why the work of an academic librarian does matter.

The most听vibrant and active听libraries are not separate from the听school’s daily academic life; they are woven into it.听The strongest partnerships develop through ongoing conversations between faculty and librarians about teaching, research, and the intellectual questions that shape both. Over the years, I came to realize that librarians are most effective not when they simply respond to isolated requests, but when they are invited to become partners in the educational and research process.

Many of the most rewarding collaborations began with a simple conversation about a new studio, an assignment, or an emerging research interest. Those conversations often became the starting point for discovery.

Teaching students how to search catalogs and databases remains important, but the most valuable part of a research consultation often comes before the search itself. It begins with discussing the project, clarifying its objectives, exploring possible directions, and distinguishing between what students think they need and what they ultimately need to understand. Students may not remember every database they learned to search, but they often remember the conversation that changed how they approached a project.

Research begins not with answers, but with better questions.听For this reason, personal communication between faculty and librarians matters. An email requesting 鈥渁 library session鈥� a day before class rarely provides enough time to understand an assignment鈥檚 goals or develop meaningful instruction. In contrast, conversations held while a course or studio is still being planned allow librarians to contribute in ways that extend well beyond demonstrating databases. Early collaboration enables librarians to identify resources, acquire needed materials, create research guides, develop customized instruction, and anticipate where students are likely to encounter difficulties.

Faculty can strengthen this partnership in several practical ways. Sharing syllabi, assignments, and project descriptions helps librarians understand听a course鈥檚 intellectual objectives. Discussing ongoing research can help identify newly published books, archival collections, image resources, specialized databases, and other materials that might otherwise go unnoticed. Inviting librarians to participate in curriculum planning, grant projects, or studio discussions recognizes their disciplinary expertise and allows them to contribute more fully to teaching and scholarship.

The librarian鈥檚 role has also expanded considerably. Librarians can help faculty navigate the increasingly complex landscape of scholarly communication, open-access publishing, copyright, digital scholarship, research data, artificial intelligence, and other emerging areas. Most importantly, providing sufficient preparation time enables librarians to develop thoughtful, customized support rather than generic instruction.

At the same time, librarianship in architecture and design differs in important respects from librarianship in STEM disciplines. While many academic library services have evolved around STEM models of research and scholarly communication, faculty and students in architecture, art, and design often rely heavily on visual resources, archival collections, historical documents, material culture, and practice-based scholarship. Studio teaching also creates instructional needs quite different from those of lecture-based courses. Effective library support therefore depends not only on professional expertise but also on continuous dialogue with faculty, whose knowledge of projects, research methods, and learning objectives helps librarians identify the most appropriate resources and approaches.

The relationship between print and digital resources is particularly important in architecture and design education. Architectural reading often involves browsing, moving between text and image, comparing material across pages, and returning to earlier sources. Digital resources have transformed research by greatly expanding access and making searching and discovery faster and easier. Print, however, offers a different kind of encounter: spatial, visual, tactile, and often serendipitous.

An article,听Do Not Throw Away Your Printed Books: A Meta-Analysis on the Effects of Reading Media on Reading Comprehension, published in听,听acknowledges that digital reading is now an unavoidable part of daily and educational life while cautioning against ignoring evidence of a 鈥渟creen inferiority effect.鈥� The implication is not that libraries should resist digital resources, whose advantages are undeniable, but that the benefits of print should not be discarded in the process. For libraries, the more meaningful question is how each medium can best support different forms of learning, research, and discovery. For architecture and design students in particular, preserving opportunities to encounter both is essential.

Umberto Eco, in his essay听On Unread Books, reminds us that a library鈥檚 value lies not only in what we already know but also in what remains to be discovered. Louis Kahn expressed a related idea when he imagined a library where carefully chosen books lay open on large tables, inviting spontaneous discussion among students and teachers. His vision reminds us that the library is not merely a repository of information but a place where conversation generates learning. Carefully curated collections, exhibitions, and displays can invite curiosity, but dialogue among faculty, students, and librarians transforms curiosity into understanding.

Artificial intelligence is now changing how we find and engage with information. Digital tools can retrieve articles, summarize texts, and search enormous collections within seconds. Yet they cannot replace the human conversation that helps place information in context, question assumptions, evaluate sources, and connect ideas across disciplines. Nor should the speed of digital discovery cause us to overlook slower and sometimes unexpected forms of discovery: encountering an unfamiliar book on a shelf, comparing images across pages, or following a reference we did not initially know we needed. Discovery still depends on curiosity, critical thinking, and the willingness to ask better questions together.

Retirement has given me the opportunity to reflect on what more than three decades in academic librarianship have taught me. Above all, I have come to appreciate that a library鈥檚 enduring value lies in the relationships it fosters. Collections, technologies, spaces, and services remain indispensable, but they achieve their greatest purpose when they bring people together to exchange ideas, challenge assumptions, and explore new possibilities.

I leave this chapter of my professional life with particular gratitude to the faculty at HCAD. Their collaboration over so many years did far more than help me provide better library services; it made my work intellectually rewarding, personally enjoyable, and genuinely meaningful. I learned as much from our conversations as I hope I contributed to their teaching and research. Those relationships remain among the most valuable and lasting rewards of my career.

The strongest library鈥揻aculty partnerships begin with something remarkably simple: a conversation. When faculty and librarians communicate openly, share ideas early, and work together throughout the life of a course, studio, or research project, they create the conditions for discovery, and the conversations that inspire it, to truly flourish.

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51黑料 News

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51黑料 Director of Research, Equity, and Education Announces Departure

Washington, D.C., August 18, 2026 鈥� The Association of Collegiate Schools of Architecture (51黑料) announced today that Dr. Kendall A. Nicholson, Senior Director of Research, Equity, and Education, is leaving the organization for a position in academia. Dr. Nicholson, who joined 51黑料 in October 2015, will become the interim chair for the Department of Architecture at Hampton University (Virginia).听

鈥淚t has been an honor to serve architecture faculty and administrators across the globe for the past decade. I am excited to join the faculty at Hampton University and to further my research around the confluence of architecture, race, and education,鈥� said Dr. Nicholson.

During his tenure at 51黑料, the organization established a highly respected research program, collecting data on architecture schools, faculty, and students, and disseminating reports intended to help 51黑料鈥檚 member schools benchmark their work and navigate the many changes happening in higher education and in architectural and design practices. The digital data series that Dr. Nicholson authored, Where Are My People?, provides data and historical context about demographic groups within architectural education.听

鈥淒r. Kendall Nicholson has become a leader in discourse about the history and systems that create inequitable access to an architectural education and to rewarding careers in the profession,鈥� said Dr. Michael J. Monti, 51黑料 Executive Director. 鈥淗is background in pedagogical practices has helped 51黑料 expand its ability to empower faculty to strive for excellence in teaching. We wish Kendall the best and are thrilled he will remain close to 51黑料 for a long time.鈥澨�

51黑料 the Association of Collegiate Schools of Architecture (51黑料)

The mission of the Association of Collegiate Schools of Architecture (51黑料) is to lead architectural education and research. Founded in 1912 by 10 charter members, 51黑料 is an international association of architecture schools preparing future architects, designers, and change agents. Our full members include all of the accredited professional degree programs in the United States and Canada, as well as international schools and two- and four-year programs. Together, 51黑料 schools represent some 7,000 faculty educating more than 40,000 students.

51黑料 seeks to empower faculty and schools to educate increasingly diverse students, expand disciplinary impacts, and create knowledge for the advancement of architecture. For more information, visit .

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51黑料 Info

Hanifah Jones
Digital Marketing & Communications Manager
202-785-2324
hjones@acsa-arch.org

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Each year, Buffalo Business First honors the women who are influencing economic, social, and cultural growth throughout Western New York 鈥� naming them to the list. This year, UB School of Architecture and Planning Dean Julia Czerniak is one of them!

Throughout her appointment at UB, Dean Czerniak has strengthened research support for faculty, enhanced the school鈥檚 reputation and impact, and empowered students to make meaningful contributions to their fields and communities. Most recently, she brought together seven design teams for an international competition, traveling exhibition, and that challenged architects, landscape architects, planners, and other allied design professionals to boldly envision UB鈥檚 South Campus as a socio-ecologically integrated landscape.

Join UB in celebrating Dean Czerniak as one of the 2026 Buffalo Business First鈥檚 Power 200 Women!

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Nicolas Barrette joins the University at Buffalo School of Architecture and Planning as the 2026-27 Peter Reyner Banham Fellow, where he鈥檒l conduct research, teach students, and present his findings on the topic of 鈥�Data Centers, AI, and the Architecture of Anticipated Vacancy in Buffalo.鈥�

Through a studio focused on the afterlife of a hypothetical data center, students will be tasked with imagining the possibilities for these buildings as ruins, archives, mines, or spaces capable of hosting entirely new programs.

鈥淚鈥檝e learned that students do their best work when the problem is real and they have genuine agency,鈥� Barrette explained. 鈥淓ssentially, when their work is not simply an exercise but a contribution in its own right.鈥�

Barrette has built a career in architecture, specializing in projects involving adaptive reuse, heritage transformation, climate-responsive design, and the economic and material systems that shape the built environment. He earned his bachelor鈥檚 in geography 鈥� urban systems from McGill University and then a Master of Architecture from the University of Toronto.

Learn more:

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LTU鈥檚 College of Architecture and Design wins 2026 ICFF WANTED 鈥楤est of Schools鈥� Award

SOUTHFIELD, MI – Lawrence Technological University鈥檚听听has been awarded the prestigious ICFF WANTED 鈥淏est of Schools鈥� Award at the听听surpassing 23 leading international design programs participating in the highly competitive Schools Showcase.

CoAD comprises both undergraduate and graduate programs in Architecture and Design. Design students in the听-sponsored studio last semester worked with听, CoAD adjunct professor of design and owner of Ann Arbor-based听, a multidisciplinary design practice, to create everyday products with a unique twist.

Unique Creativity with Sustainable Building Materials

, founder and CEO of Designed Declassified, said, 鈥淚t was an honor to provide materials and witness the students at LTU push new boundaries. As an industrial designer, I鈥檓 grateful for the chance to support the next generation of artists and designers. I was genuinely impressed by the creativity, dedication, and craft each student brought to their work, and I hope they carry this learning experience into their professional careers.鈥�

CoAD Interim Dean听听said industry-sponsored studios like this one with Design Declassified, a sustainable听building materials company, are invaluable to CoAD students.

鈥淭hey provide real-world constraints, professional expectations, and collaborative opportunities that prepare students for the complexities of contemporary design practice,鈥� she said. 鈥淭his partnership challenged our students to design products while addressing adaptability, resilience, and environmental impact. Working with 100-percent-recycled, recyclable HDPE sheets, students researched, sketched, prototyped, and tested innovative solutions that transform Design Declassified materials into meaningful, sustainable design outcomes. We鈥檙e grateful to Design Declassified for sponsoring this important studio.鈥�

ICFF is an annual contemporary design fair that showcases trending furniture and industrial design. Founded in 1989, the ICFF has hosted hundreds of international exhibitors, both established brands and emerging designers.

Embracing The Challenge

听Cross said, 鈥淭he students didn鈥檛 just meet the challenge of this new material; they听fully embraced its creative possibilities. By leaning into the course’s experimental and exploratory nature, they produced sophisticated work that reflects both their unique perspectives and the material鈥檚 incredible versatility.

鈥淲e鈥檙e proud that six of CoAD鈥檚 鈥榚merging designers鈥� had the chance to represent the exciting work of all our design students. Congratulations to Ashgen Boyer, Dante Cerroni, Lourdes Davish, Sofia Eddy. Delanie Shorten, and Ryan Sukhraj.鈥�

From left: Faculty member Erika Cross with students Delanie Shorten, Sophia Eddy, Lourdes Davish.

The winning collection emerged through a creative partnership with听, supported by听. The project was led by designer and faculty member听, who guided students through the development of a sophisticated collection of contemporary furnishings created from 100% recycled and recyclable HDPE sheets sourced from discarded products such as milk crates.

Transforming Industrial Waste into Usable, Sustainable Products

Through extensive research, iterative sketching, prototyping, and fabrication, the designers developed products that elevate industrial waste into refined, functional objects that balance environmental responsibility with high-end aesthetics.

The award-winning collection reflects LTU鈥檚 commitment to industry collaboration, sustainable innovation, and experiential learning that prepares students to address real-world challenges through design.

CoAD Interim Dean听听said, 鈥淭his award is a testament to what鈥檚 possible when students are challenged with real-world constraints, meaningful industry partnerships, and the opportunity to design with purpose. Erika Cross and these six designers demonstrated that sustainability and sophistication are powerful in combination. Winning ICFF WANTED鈥檚 Best of Schools distinction among 24 internationally recognized programs is an extraordinary achievement and a reflection of the ambitious, forward-thinking design education that defines LTU CoAD.鈥�

Students鈥� Perspective

Student Delanie Shorten said, 鈥淢y proudest moment was talking with visitors and designers about my project and getting to share my inspiration. It was rewarding to see people interested in my work, ask questions, and engage with the process behind it.

鈥淭he most exciting part was being surrounded by great design, meeting industry professionals, and seeing work from around the world. Winning the Best of Schools award made the experience even more memorable and was a proud and speechless moment for all of us, especially while representing LTU on such a large stage.鈥�

Sharing that sentiment was fellow design student Lourdes Davish. She said, 鈥淐oming from a small school with a growing program in product design, it meant a great deal that we were able to showcase a different kind of design outside of purely automotive and technology.听 Going to ICFF in New York, personally, meant the world to me to physically talk with many designers that I had only seen online through social media, and that they were blown away by my work as well.鈥�

51黑料 Lawrence Technological University

Lawrence Technological University,听听is one of only 13 private, technological, comprehensive doctoral universities in the United States. Located in Southfield, Mich., LTU was founded in 1932, and offers more than 100 programs through its Colleges of Architecture and Design, Arts and Sciences, Business and Information Technology, Engineering, and Health Sciences. PayScale lists Lawrence Tech among the nation鈥檚 top 11 percent of universities for alumni salaries. Forbes and The Wall Street Journal rank LTU among the nation鈥檚 top 10 percent. U.S. News and World Report lists it in the top tier of best in the Midwest colleges. Students benefit from small class sizes and a real-world, hands-on, 鈥渢heory and practice鈥� education with an emphasis on leadership. Activities on Lawrence Tech鈥檚 107-acre campus include more than 60 student organizations and NAIA varsity sports.

Editor鈥檚 Note: Photographs of the winning students, their winning design, and explanation of the work appear in the Addendum. For interviews with Interim Dean Lilian Crum and Adjunct Professor Erika Cross, contact Ren茅e Ahee at 586-484-2390 or rahee@yellowflagproductions.com.

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